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Grossbach, Wilmar; Shaffer, WilliamThe Energy Crisis in the Public Schools;Solutions.Ventura County Superintendent of Schools,7488p.Ventura County Superintendent of Schools,

Alternative

Calif.

CountyOffice Building, Ventura, California 93001 ($2.00)

EDRS PRICE HF-$0.75 HC-$4.20 PLUS POSTAGEDESCPIPTORS *Administrator Guides; *DeplA.Ad Pesources;

*Ecological Factors; ElementAcy Secondary Education*Energy Conservation; Food Service; *FuelConsumption; Problem Solving; School Buses; SchoolIndustry Relationship; School Maintenance; StudentTransportation; Utilities

ABSTRACTOne hundred and eighty school personnel held a

workshop with representatives of the petroleum, natural gas, and?lectrical power industries. The objectives of the workshop were (1)to provide participants with a common body of knowledge and a commonunderstanding of the energy crisis and its implications for thepublic schools, (2) to delineate procedures that school districts canuse to conserve energy, and (3) to identify problems and problemareas created by the energy shortage and to seek solutions throughcooperative planning. After a general session, participants weredivided into sixteen small groups. Nine of the groups utilized abrainstorming technique to identify solutions to problems in theareas of transportation of pupils, administration, regularclassrooms, specialized classrooms, classroom uses outside theregular school day, extra curricular activities, maintenance, andfood services. The remaining groups incorporated problemsolvingtechniques into their responses to the following hypothethicalsituations; delay in delivery of instructional supplies, blackouts,diesel fuel reduction, gasoline reduction, natural gas reduction,electrical power reduction, and increase in bus riders. Abibliography of additional reference materials is provided.(Author/HLF)

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Ventura County Superintendent of SchoolsCounty Office Building

Ventura, California 93001Or. JAMES F. COWAN, Superintendent2

INTRODUCTION

The public schools are faced with a limited source of energy in the immediate and distantfuture. This perplexing but persistent fact threatens the primary function of the publicschools the provision of quality educatio.al programs to students.

On January 22, 1974, a problem-solving workshop was held in Ventura to identify alternativesolutions to problems posed by the energy crisis in the public schods. One hundred andeighty school administrators, classroom teachers, and directors of transportation, food service,and maintenance and operations met with representatives of the petroleum, natural gas, andelectrical power industries. The specific objectives of the workshop were:

1. To provide participants with a common body of knowledge and a commonunderstanding of 'he energy crisis and its implications for the public school....

2. To delineate proc.2-'ores that school districts can use to conserve energy.

3. To identity problems and problem area% created by the energy shortage andseek solutions through cooperative planning.

The morning session was devoted to the first objective. Information was provided to tf-eparticipants by Mr. I. L. Pau ley, Getty Oil Company; Mr. Bill Cross, Southern CaliforniaGas Company; and Mr. jack Morrison, Southern California Edison Company.

During the afternoon, the participants were divided into sixteen small groups. Nine of thegroups utilized a brainstorming technique to identify solutions to problems in the areas of

Transportation of Pupils; Administration, Offices and Plant; Regular Classroom; SpecializedClassrooms; Classroom Uses Outside the Regular School Day; Extra Curricular Activities;Maintenance, Operations and Grounds; and Food Services.

The seven remaining groups iricorporated problem-solving techniques into their responses toseven hypothetical situations as a result of a Delay in Delivery of Insauctional Supplies;Blackouts; Diesel Fuel Reduction; Gasoline Reduction; Natural Gas Reduction; Reductionin Electrical Power; and Increase in Bus Riders.

This handbook includes the creative thought provided by the workshop participants and abibliography of additional reference materials. While all participants deserve credit forcontributing to the handbook, and are identified in other portions of the handbook, a specialnote of appreciation is extended to Dr. Wilmer Grossbach and Mr. William Shaffer, two ofmy staff members who organised and directed the workshop and prepared and edited thehandbook.

lames F. Cowan, Ed. D.County Superintendent of Schools

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TABLE OF CONTENTS

Task Forces

Page

General

Electricity and Lighting 5

Gasoline and Diesel Fuel 9

Heating and Air Conditioning 13

Building Programs 19

Transportation of Pupils 23

Transportation of Staff 27

Administration, Offices And Plant 29

Regular Classrooms 31

Specialized Classrooms 33

Classroom Use Outside the Regular Day 39

Extra Curricular Activities 41

Maintenance, Operations and Grounds 43

Food Services 4S

Emergency Procedures 49

Problem Solving Groups

Reduction in Electrical Power S 1

Blackouts 53

Diesel Fuel Reduction 57

Gasoline Reduction 59

Natural Gas Reduction 60

Increase in Bus Riders 63

Delay in Instructional Supplies 64

Pr.iram 67

Participating School Districts and Industries 69

Participants 71

Bibliography 77

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Many energy-saving ideas that were recommended had application to all areas and problems.As the material was edited, suggestions of a general nature were assembled into thin category.

An analysis of the recommendations indicates that most of the ideas are not only energy-savingplans but implementation of them will materially reduce the cost a operating educatinnalprograms with little or io ?eduction in effectiveness.

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1. Assign to a member of management the responsibility for coordinating all energyconservation programs and establish a program for reporting progress regularly.

2. Establish an energy conservation committee that recommends methods andevaluates suggestions.

3. The school's attitude toward energy conservation, from the school board throughstudents, is the most effective way to achieve total energy savings. The attitudefrom the top will effect all members of the school community. Design programs todevelop proper attitudes.

4. Involve students, faculty, and staff in developing and implementing programs toreduce the use of energy. Invite and encourage suggestions.

S. Involve building engineers fully in reducing use of power and fuel. Show themeach monthly bill and graph results of energy-saving programs so they can see theprogress being made. Building engineers can do more than anyone to reduce utilityusage once they see their efforts are really paying off.

6. Design incentive programs so that the students and staff can get benefits fromsaved energy and saved money.

7. Establish rules and regulations for the conservation of energy that involves everyoneand considers every facet of the school community. Show no partiality.

B. Develop a program of strict controls on renting or leasing schools or rooms fornon-school activities.

9. Set standards high because they deteriorate as they go down the line to the worker.

10. Strong, positive board and administrative bulletins are necessary.

11. Develop information programs and procedures that keep everyone in the schoolcommunity constantly aware and concerned about waste of power and fuel.

12. Adequately publicize and give credit for program, that are proving effective inreducing energy through flyers, monthly bulletin!, newsletters, etc.

13. Design and print attractive, eye-catching signs aoout caving energy and put them inappropriate places.

14. Do an audit of energy consumed for the past three years. Use this audit forcomparative purposes.

15. Use computers to develop a profile of energy consumption in school facilities toidentify energy use factors. Use this to make comparisons of total energy cost persquare foot of building space, electric consumption cost per student, gas consumptionper cubic foot of building volume, and other parameters for each school or building.

16. Check utility bills for each school building to make certain no irregularities exist.

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17. Recognize that operations and maintenance are two separate functions. Do notexpect untrained, unskilled personnel to repair and maintain sophisticatedequipment.

18. All systems and equipment must be maintained at peak elti;iency. Establish aplanned preventive maintenance program and make sure it is carried out.

19. Bring staff up to level of skill demanded Els th, equipment and controls.Establish an inservice training prow am for custodial and maintenance stalls.Utilize manufacturing representatives who can give instructions in operatingpieces of equipment at maximum efficiency.

20 Train custodians to be "low-echelon" maintenance men, capable of recognizingwhen something needs adjustment or repair and to know the proper person to callimmediately.

21. Arrange for maintenance contracting in highly specialivd areas that includeschecking of equipment, conducting preventive maintenance tests, making adjust.ments, and responding to emergencies.

22. Install monitoring devices on equipment that use large amounts of energy which,when improperly maintained, will sound alarms or shut the equipment down until-lie deficiency is corrected.

23. Manuals and operating instructions must be developed for every piece of equipment...hat uses energy. The manual should not only tell proper operating functions, butwarn of malfunctions. This information should Se readily available to all operators.

24. Redesign, remodel, or replace worn out, inefficient or obsolete equipment andsystems.

25. Run equipment, which is used irregularly, on an on-call or ?s-needed basis.

26. Speed up laundry equipment to complete its work as quickly as possible. Manyschool washers are set on a longer time cycle than needed for cleaning lightlysoiled towels or uniforms.

27. Resolve the conflict between simplicity of equipment and controls and theconservation of energy.

28. Carefully develop specifications for the purchase of new equipment to ensure thatit is designed to use the minimum amount of energy.

29. Do not bty inexpensive and inferior equipment to save money on the initial costif you know it will use more fuel or electricity to operate it.

30. Reschedule district calendar to minimize school operations in cold, high energyconsuming seasons. Add a second or third winter vacation. The lost days can bemade up by shortening spring vacation or, in nonair conditioned schools, byadding a few days at the end of the academic year.

31. Alter daily schedules for maximum daylight hours and warmest temperatures.

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32. Develop curriculum units that help students understand the energy problem andelicits theit Looperation.

33. Increase the size of classes with team teaching, use of aides, etc.

34. Unify or consolidate small school districts to provide better use of facilities,equipment, and energy-saving operations.

35. Work with city and county planners to speed up bicycle Lines.Provide adequate and safe parking areas for bicycles at schools and offices.

36. Encourage employees and students to bring their lunches rather than drivinghome or to a restaurant.

37. Eliminate aesthetic, holiday, and decorative energy-using programs aad .ces.

38. Utilize every possible organization, association, and industry in Lievelop,ng programsto conserve energy.

39. Eliminate as many meetings and conferences as possible.

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ELM:TIEN:ITTAND

LIGHTING

Sixty percent of an average-sized school's electrical energy consumption is used for lighting.Air conditioning consumes a large portion of the remainder. Lighting levels for most educationalfunctions have tripled since 19S(i. Air conditioning is becoming standard in much of today'snew construction regardless of its need.

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1. It is recomminided that a serious reeitamination of If.S recommended lightingstandards take plate. The average recur mendtd light lend was 20 toot candlesuntil 1958. I his wow' suggested 70 foot candles as a minimum. 1 his minimumwas based on a very specific task.The rr.inimum not only requites mote lightthan is needed for reading, but also limits lighting t..3 one level thioughnut .lassareas and completely ignores non-reading activities such as story telling andphysical activity.

2. Involve building engineers fully in reducing use of electricity. Have them es.ituilteeach monthly bill and graph results to determine the progress being made. 1 heycan do more than anyone else to reduce electricity usage once they see thenefforts are really paying off.

3. Resolve the conflict between simplicity of equipment and controls and theconservation of energy.

4. Caretully develop specifications for the purchase of new equipment to ensure thatit is designed to use the minimum amount of energy within the requirements ofperformance, longevity, and maintenance.

5. Control purchasing of equipment to obtain the correct voltage and horsepowei.Purchase electric motors of the proper horsepower and proper voltage. Runningmotors that are under full capacity can lead to as much as a 25 percent powerwaste.

6. Redesign, remodel, or replace obsolete or inefficient equipment.

7. Inspect all light bulbs to ensure they are of the minimum voltage needed.

8. Use diffusers, new lens, polarizers, and special beam distributor units that canprovide proper spread, focus, and we of illumination within a given space.

9. Replace all outdoor and gymnasium lights with mercury vapor lamps.

10. Replace incandescent lighting with fluorescent or mercury vapor lighting, w hit Itwill reduce power, improve lighting, teduce vandalism, and reduce labor ie4uttedto change bulbs.

11. Repli.ce lamps on a regular basis. Fluorescent tubes should be changed alto 80percent of their lamp life is used. Research indicates that fluorescent lamps usemore energy and produce less light during their last 20 percent of lite.

12. Clean fluorescent tubes regularly. A tube will collect enough dust ar.! ditt kreduce efficiency by 10 to 12 percent in 6 months and 40 percent in two tem,.

13. Operate fluorescent lamps at higher alternating current frequencies (30(g) rattle'than 60 cycles per second).

14. Place mirrors behind lights to reflect more light.

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15. Use mirrors outside classroom to relect outside light and heat into rooms.

16. Insure that all electricd connectors are properly soldered. Some electricity islost by cheap connections.

17. Equipment which is used irregularly, should be used on an on-call or as-neededbasis.

18. Lower the temperature sating for hot water that is heated electrically to thelowest acceptable level determined by building codes.

19. Turn off or reduce to lowest possible level all electric hot water heaters afterschool hours except for those needed for athletic or other special events.

20. In areas such as laundries, speed up equipment so as to complete the work infe ever hours.

21. Schedule major electrical power-consuming operations, such as pumping waterinto storage tanks, during off-peak hours.

22. When a learning unit is going on in the classroom that does not require light,reduce or shut off lights.

23. Reduce lighting level: in cafeterias.

24. Reduce lighting in hallways, corridors, storage areas, and outside the school tothe lowest level safety and security will allow.

25. Eliminate or reduce lights in holiday, aesthetic, and other special shool displays.

26. Reduce lighting levels in gymnasiums and auditoriums and turn off lights whennot being used.

27. Energy consumption can be cut by a large percent by having the lights on from3 a.m. to 5 p.m. rather than 24 hours a day. The fluorescent tubes need tobe replaced only once every four years compared to every IC months when oncontinuously.

28. When custodians are cleaning buildings at night, insist that they have lights ononly in the rooms they are cleaning. When a cleaning task in a room has beencompleted, the lights should be turned off. Schedule daylight cleaning whenpossible.

29. Work with community groups to curb vandalism in lesser lighted areas.

30. Outs4le security lights should be only bright enough to illuminate the areas needed.

31. ..orate night security illumination.

32. Put lights on timers, photo cell, or astronomical clocks that turn I. 'its off atgiven hours.

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33. Check the sensitivity of automatic light controls to ensure they are not triggeredby fog or cloudy passing uver the sun.

34. Reset automatic timers for lights on a weekly basis to utilize alt available daylight.

35. Turn off lights when room is not in use.

36. Put a bright orange card over switches left on:

This Switch was Found

ON

After Room was Closed

Electricity hat been

WASTED

Please

TURN OFF SWITCH

When Leaving Office

Do Not Use Electricity

UNNECESSARILY

at Any Time

37. Turn off electric typewriters and other clerical and bookkeeping equipment whennot in use.

38. Reduce use of appliances - coffee pots, room heaters, etc.

39. Don't preheat electric ovens more than is absolutely necessary. In many cases,preheating is not necessary.

40. Eliminate or reduce night football games and reschedule them during the day.If varsity football schedules cannot be changed, use only one bank cf lights forpre-game lnd half-time shows.

4i. Restrict use of parking lot lights to nights when events are held at the school.

42. Provide facilities that are the proper size that the group needs. Do not assignrooms or buildings that are toe large.

43. lo multi-story buildings, insist that employees and students walk up two storiesAnd down three stories.

44. Increase the size of classes with team teaching, use of aides, etc.

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45. Paint rooms and dividers with colors that reflect light. Keep walls, ceilings anddisidets clean; datk colors and dirt can reduce illumination by as much as 40 percent.

46. Break corridor lighting into sections and place each section on timers to come onat the cut:* time school is opened and shut ott at a specified time alter school isout. Ensure that the timers in each section can he overridden to allow operation

of onl% those sections needed for activities.

47. Install a number of separate lighting circuits or dimmers for areas where high levels oflighting are nettled only periodically.

48. Install switches in rooms so that lights near windows can be turned off when there is

sufficient natural light in that area.

49. Sub-meter electricity so that a true charge by department can be determined. Holdeach department accountable.

SO. Use, windmills to generate electricity.

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8

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GASOLINEAEI

DIESEL FUEL

The primary use of diesel fuel is in school buses used for transporting children to and fromschool, on educational field trips and for intra and interscholastic activities. School buses alsouse the major portion of gasoline consumed by school districts.

Another use of gasoline is for the operation of trucks, power mowers, grass edgers, sweepersand other maintenance and operations equipment.

An additional use of gasoline is transporting employees to meetings and conferences bothinside the district and to other locales. A large amount of gasoline is used by employeesand students for commuting purposes.

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1. Lock gas tanks to avoid theft.

2. Drive slowly and easily the first few miles until vehicle warms up.

3. Keep gas tanks full to avoid excessive evaporation.

4. Ensure that vehicle tires are properly inflated or to the maximum safety level.Soft tires increase gas consumption.

S. Reduce speed limit to as low as practical.

6. Avoid full throttle operation.

7. Monitor use of all vehicles.

8. Increase frequency of driver inservice programs.

9. Train drivers to use preplanned starts and stops.

10. Install trip recorders to record driver and vehicle operation. Use this information toreduce use of gas and oil.

11. Use modern analyzing equipment to ensure fuel and oil economy for all vehicles.

12. Develop an information exchange of ideas on fuel conservation between districtsand with industry.

13. Evaluate the possibility of satellite vehicle parking stations at the extremities ofdistricts to avoid "deadheading" back to centralized garages.

14. Develop innovations and creative programs to encourage students and staff towalk to school or ride bikes. Furnish adequate bike racks. Provide adequatesafety for bikes from theft and vandalism.

15. Get the student council to develop programs to encourage walking, bike riding, orcar pools for students.

16. Encourage student car pools by eliminating parking passes unless four studentsride in one car.

17. Use an incentive system for reducing vehicle fuel consumption.

18. Provide assistance in developing car pools for teachers and clerical help in schools.

19. Tune and maintain engines on all vehicles to peak performance. Correct faultyspark plugs, points, and carburetion.

20. Return to the neighborhood school concept where all students walk to school.

21. Consolidate and increase size of schools, reducing the number of campuses. Usedouble sessions at centrally located schools.

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22. Increase walking distances for students.

23. Relocate special education classes to neighborhood walking schools or centralizespecial classes in one location to avoid excessive transportation.

24. Review special programs to determine need for transportation. Are some specialeducation students being bused that could walk?

25. Enter into interdistrict attendance agreements with other districts if excessivebus travel can be avoided.

26. Change attendance boundaries to reduce transportation.

27. Reduce or eliminate all but the most necessary athletic contests.

28. Reduce or eliminate all but the most necessary field trips.

29. Combine field and athletic trips from more than one school.

30. Have districts share buses when holding athletic events.

31. Establish minimum and maximum distances for field trips and athletic trips.

32. Limit field trips to full bus loads only.

33. Combine athletic schedules so several games can be played at the same time.

34. Go to a four-day school week, thereby saving one day's driving of buses.

35. Consolidate beginning and ending times of all schools, including special educationprograms. Minimize or eliminate staggered school schedules.

36. Reduce school year to minimum number of days.

37. Encourage parents to pool with other parents in transporting children to schoolfor late activities and for extra curricular events. Provide professional help ifadditional insurance coverage is needed by parents. Arrange for low cost premiums.Consider having the district assume some of the insurance costs.

38. Contract with parents to provide transportation.

39. Use charter and public transportation.

40. Connect schools with cable TV or closed circuit TV for instruction, inservicemeetings, and reports.

41. Use the smallest practical vehicle for long-distance, light-load runs.

42. Coordinate and consolidate pick-ups, deliveries, and messenger service betweenschools through the central office.

43. Make warehouse deliveries to schools on a very minimal basis.

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44. Combine deliveries with bus routes. Use buses for deliveries.

45. Avoid courtesy stops.

46. Explore the satelite concept where classrooms are located away from a centralcampus. Rent unused houses, churches, and other buildings.

47. Use school buses for public service.

48. Pick an area for staff meetings that requires the least amount of driving for allconcerned. Insist on car pools.

49. Adopt policy for all trips by employees to meetings, conference s, conventions,etc. Limit amount of mileage allowance. Establish policy on distance to walkto meetings.

50. Request that all district employees form car pools when traveling on officialbusiness.

Si. Coordinate conferences out of district for sharing rides. Use central place asplace of embarkation.

52. Utilize conference phones as substitutes for small meetings.

53. Use phone calls instead of home calls.

54. Install two-way radios to direct operation or redirection of district vehiclesto reduce mileage.

55. Have district personnel, who serve a number of schools., coordinate trips toinclude as many stops as possible and include other district personnel servingthe same schools.

56. Coordinate transportation with other public agencies.

57. When parents are doing errands have them contact nearest school to performservice along route they are traveling. Put in a drive-up window at school.

58. Have parents come to school to take sick children home.

59. Encourage all employees to ask themselves the following questions beforeundertaking a trip: Can someone else do it who is going that way? CanI deliver something for someone else? Can I do it on the way home?

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os.si to 00.0.HEATING

MnMR CONDITIONING

The prevailing temperatures in today's classrooms are a product of our culture and not re-quirements of our bodies. Nor does lowering the temperature in winter or increasing it inthe summer to current recommended energy-saving levels effect health, learning or achieve-ment. Styles in clothing have had the greatest effect on temperature levels in school buildingsover the past few decades. Minor adjustments in this area, as well as a number of others, willproduce dramatic results in energy saving with no deteriorating effect on the educational pro-cess.

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1. Issue an administrator's memo to all personnel discussing the efforts to conserveand telling them not to tamper with thermostats or other controls and not toopen windows or outside doors.

2. Remove all unnnecessary heating and cooling equipment.

3. Establish the lowest thermostat setting that will not interfere with the maximumdegree of learning. Set thermostats no higher than needed.

4. Avoid arbitrary thermostat settings recommended by other groups. Establishyour own.

5. Check the efficiency and accuracy of controls regularly. Install new oneswhere necessary. The human body gives off 400 BTUs per hour and if heatcontrols are not working properly, the temperature in a room with 35 personswill go up eight to ten degrees in an hour.

6. Have heating and air conditioning systems balanced regularly so that hot andcold spots in buildings are reduced to a minimum.

7. Humidity control can be of importance in establishing a comfortable andproductive environment. Maintain the proper balance between temperatureand humidity.

8. Do not set thermostats higher than the recommended level in order to heat roomsfaster. The rooms will not heat faster; they will just overheat.

9. Do not restrict air flow around thermostats.

10. Reduce night time, weekend, and holiday temperature settings to the lowestmaximum efficient setting. Lower the temperature even further when schoolis closed for a number of days.

11. Install night, holiday, vacation, and weekend setback controls to reduce thetemperature of the building and allow air handling equipment to operate withoutintroduction of outdoor air.

12. Shut off or put on night setback all air-handling equipment at the time officesand school close. It is not necessary to operate equipment for ragglers as thebuilding will maintain temperatures for a long period of time after controlshave been shut off or reduced.

13. Reduce air handling units that are used for night school as soon as possible atthe end of the regular school day and do not increase them until the timenecessary to prepare the night school facilities for use.

14. Reduce to a minimum the heat in gymnasiums, locker rooms, and auditorium.

15. Encourage P.E. instructors to hold classes outdoors during warm weather toeliminate the use of air-handling units and lights in the gym. Shut off air-handling units and lights when classes are outside.

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16. Set wall thermostats from a central control; disconnect classroom controls toprevent teachers, students, and custodians from changing the setting.

17. Allow sunlight into the building on cold days and keep it out on warm, humiddays. Close drapes and blinds after school to reduce heat loss through windowareas in the winter and to keep solar heat out in the summer.

18. Limit the number of entrances students and teachers use for arrival and departure.

19. Avoid blocking heating or cooling vents with furniture or draperies. Do notput anything on top of radiators. Keep all heating sources clear of furniture,draperies, bookcases, and files.

20. Survey location of each room thermostat in relation to doors, windows, and hotor cold sources. Relocate for maximum energy savings.

21. Be sure all windows fit tightly. Seal all openings around windows, doors, andother places where warm air could escape. Caulk old frames. Patch brokenwindows and damaged doors immediately. Double glaze windows, especiallythose on the north side.

22. Install storm windows.

23. Insulate attic and outside walls.

24. Click and repair insulation throughout the building, especially in attic spacesand on pipes, boilers, and tanks.

25. Do not cool below a prescribed temperature, and do not operate air conditioningequipment when a school is unoccupied.

26. Examine equipment to determine if several air conditioning systems can be combinedto eliminate need to run and maintain several systems.

27. Train custodians and teachers in the proper use of controls.

28. Make sure custodians understand how to operate temperature settings on unitventilators so they do not confuse the lowlimit settings on these units with actualthermostat settings and overheat the room.

29. Shut off lights in air conditioned rooms when lights are not needed so as to reducethe heat load from lighting.

30. Reduce outside ventilation to the fewest changes per hour that state and local codespermit. Consider no more than one air change per hour.

31. Check outside air dampers and controls regularly to be sure they are functioningproperly.

32. Regulate dampers on unit ventilators on builo:ngs It, reduce the amount of outsideair brought in.

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33. Do not take in fresh air during unoccupied hours. During occupancy, reducecirculation of inside air to a minimum.

34. Be sure exhaust tans operate no more frequently than required. Put them on timers.Reduce speed.

35. Vacuum clean tubes on all boilers at regular intervals to obtain maximum opei flingefficiency.

36. In multi-boiler systems, eliminate as many boilers as possible and still maintain heat.

37. Some air conditioning systems make electrical demands one and one-half times higherthan others that are just as efficient. Choose wisely.

38. Keep tubes in condensors clean to maximize heat transfer.

39. Treat boiler water chemically to reduce scale.

40. Service air conditioners on a regular basis. Make sure maintenance men check andrepair cooling towers; replenish refrigerant; examine fans, pumps, compressors, andother rotating equipment for poor seals, belt slippage, and other defects; checkcalibration of controls; and change filters.

41. Carry out a monthly combustion analysis to assure optimum efficiency.

42. Change or clean air filters on a regular basis.

43. Maintain fuel /air ratio specified by manufacturers to ensure maximum combustionand minimum soot production. The insulating effect of a one-eighth inch layer ofsoot can add 8 percent to a furnace's fuel commotion.

44. Maintain proper burner alignment and condition. Determine tho efficiency of eachunit. Clean burner nozzles daily. Drain air tanks daily.

45. Provide for adequate combustion air in the boiler room.

46. Keep fuel oil at the recommended temperature at burner tip to ensure properviscosity for complete combustion and to keep heat transfer surfaces soot free.

47. Keep fans, pumps, and compressors in the best possible operating condition.

48. Clean all combustion air blowers monthly or oftener.

49. Repair air compressor line leaks immediately.

50. Install economizer controls on air handling systems to restrict the intake of hightemperature air during cooling season. Install outdoor damper controls to controlthe intake of outdoor air and humidity into air-handling systems based on the heatcontent of outdoor air.

51. Install electric reheat coils for data processing areas with controls to automaticallycome on when boilers are shut down.

52. Install independent gas or electric water heaters to allow complete shutdown ofboilers in summer. Shutting oft boilers eliminates heat created by steam mains inthe building and takes a big load off air conditioners. If shutting off boilers is notpractical, shut oft all steam mains not required for water heating.

51. Replace hand valves on heating and air conditioning equipment with thermostaticallytootioiled Automatic sakes.

54. Install indoo-outdoor resat control o stems which will automatialy raise andlower the temperature of heating system supply water to corresponding outdoor

air temperatures.

55. Install mixed air controls for air-handling systems to maintain a constant mixed

air temperature and a minimum damper position during the heating season.

56. Install controls on air compressors so one compressor carries the full load mostof the time.

57. Install heat recovery systems to trap and reuse waste heat that otherwise mightbe exhausted into the atmosphere. Use reclaimed heat for hot water and reheatto eliminate need to operate additional equipment.

58. Run equipment used ;rregularly on an on-call or as-needed basis.

59. On electric heating systems, replace step controls with proportionate controlsto furnish heat in exact accordance with need instead of in steps.

60. Consolidate summer school classes in adjacent rooms to reduce the number ofairhandling units needed. Place classes around the perimeter of the building totake advantage of natural ventilation and natural light through windows.

61. Consolidate evening and summer school classes in areas so as to reduce the numberof air-handling units operated.

62. School districts should encourage and cooperate in the design of more efficientheating and air-conditioning systems.

63. Shut off all exhaust fans between the close o' school in the evening and openingthe next morning.

64. Curtail use of resistance-type electric equipment, such as space heaters, coffee pots,

and hot plates.

65. Operate ventilation fans in kitchens and home economics classrooms only whencooking equipment is being used.

66. Schedule all evening meetings, PTA, and others for a single building so that night1.etback temperatures can be retained in other buildings.

67. Do not heat unoccupied spaces.

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68. Install automatic door-closing devises.

69. Do not operate air-handling units in rooms where the windows or doors areopen.

70. Do not operate air conditioning at night.

71. Do not use extra boiler capacity to bring the temperature up to its recommendedlevel quickly - it causes overheating and wastes fuel.

72. Do not allow the ventilating system to take in any outside air during the firsthalf-hour of heating startup. Schools that have been empty for 12 hours or moreace ventilated sufficiently by ordinary leakage.

73. Operate air conditioning equipment at the lowest head pressure and highest chillwater or suction temperature possible so machines will not have to work so hard.

74. Close and cover baffles and vents on rooftop or window air conditioners during theheating season.

75. Reuse exhaust air from classrooms as preheated combustion air with one of severaltypes of heat recovery devices.

76. Check the daily weather foiecast before turning on air conditioning. If temperaturesundo 75 degrees are predicted, keep windows open and air conditioners off.

77. Do not use reheat unless abs..alutely needed.

78. Call in outside heating and air conditioning engineers or use qualified members oftie maintenance staff to check the balance of air flow in all school buildings. Somerooms may be overheated, others chilly, because of incorrectly adjusted air vents.

79. Design mechanical systems so that they can take care of the specific task where theenergy is needed. if one room, such as a meeting room, is the only one frequentlyused at night, design the heating and air conditicning units to take care of thatroom only.

80. Take advantage of breezes from large bodies of water as sources of naturalventilation.

81. Develop an information program to inform parents of proper clothing for childrenduring reduced heating and cooling of classrooms.

82. Keep a supply of sweaters and jackets for use by students who do not react positivelyto lower temperatures.

83. Put additives in fuel tanks to minimize all foreign objects.

84. Clean external coils, fans, and motors of air conditioning units.

85. Replace all 110 volt air conditioning units with 220 volts.

17

23

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PROGRAMS

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Much research is needed on the energy requirements of new and remodeled educationalfacilities. The energy requirements of schools being built today are considerably higher thanschools built two or three decades ago. Cheaper lighting, more economical air conditioning,better insulation, and location of buildings to take advantage of the environment age just a

few of the areas for study. Those responsible for the design of today's educational buildings

must assume responsibility for conserving our already overtaxed energy producing facilities.

24

1. Utilize mechanical and elec.. trical consulting engineers as part of the buildingplanning team to ensure that energy systems correspond with the buildingfor maximum eltit iency. Energy requirements are effected by the solar and siteof ientation of the building. Unnecessary exposure and poor solar orientation ofa building to the elements must be offset by an increased use of energy. Duringthe cold season, the energy drain is further increased by heat loss due to windexposure. Topography and landscape can offer shelter from the wind and filterexcessive direct sunlight. Facilities built underground can benefit from the insulatingqualities of the earth and reduce summer heat build-up and winter heat-loss.

2. Ventilation standards should be reexamined. Ventilation systems requiring theintroduction of vast quantities of outside air with each air change might he obsolete.The tempering of outside air is extremely costly and the cost of the system to dothis is high.

3. Determine if local and state exhaust and ventilation code requirements are realistic.Insist that they be changed if they are too restrictive and expensive.

4. Exhaust and ventilation requirements should not be exceeded.

5. Lighting levels for most educational functions have doubled since 1960 and tripledsince 1950. It is recommended that a serious reexamination of these IES recom-mended standards take place.

6. Lighting accounts for up to 60 percent of the electricity used in school building.SO percent of lighting energy is passed into the environmer.t as uncontrolled heat.Counteracting this unwanted heat constitutes 40 percent of the air conditioningload. A new concept of lighting must be developed because the concept oflighting the so-called work plane evenly throughout a space is unrealistic. It wouldbe more economical and energy saving to install flexible, task-directed lightingsystems. Schools should ask for task-appropriate variances to avoid wastefulrequirements.

7. Install systems that control the heat generated by lighting systems. Do this bycapturing the heat before it enters space either by drawing return air across

e fixture and back to the mechanical plant or using water-cooled fixtures.

S. Install systems that use waste heat from one building to heat another.

9. Install systems that use waste heat from a school building's mechanical systemto heat incoming air.

10. Install extremely selective heating and cooling mechanical systems to ensurethe heating system and cooling system do not function simultaneously.

11. Improve on the concept of heat storage

12. Explore the concept of installing a total on-site generation of electrical energy toimprove on the efficiency level of remote generating stations.

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13. During the life of a school facility, operating and maintenance costs are three totour times the initial cost of the building. A bad "bargain" in terms of initialbuilding co is can be an economical catostrophe for future operating budgets. Usecomputer programs to study each satiable in the building development to check

out the longterm economic consequence.

14. Mechanical equipment in schools should he kept within the technological capabilityof the people who .operate and maintain the schools. Some schools are designedwith equipment so sophisticated that operating personnel cannot handle it and,

consequently, waste energy. Whole systems may never be used if they requirecorrection of calibration beyond the capabilities of staff.

15. Recognise that operations and maintenance are two separate functions. Do notexpect untrained, unskilled personnel to repair sophisticated equipment. Leave

this for skilled technicians.

16. All systems and equipment must have manuals of instruction that not only tellproper (inflating functions, but warn of malfunction. This information should bereadily available to all operators.

17. Replace worn out, inefficient, and obsolete equipment and systems.

18. All systems and equipment must be maintained at peak efficiency. If qualifiedspecialists are not on the staff, districts should enter into contract maintenanceagreements as soon as systems and equipment are installed. Establish a plannedpreventive maintenance program and make sure it is carried out.

19. Design schools so that air conditioning can be adjusted to function only whenextreme heat is experienced.

20. Install mechanical systems so that they can take care of the specific task wherethe energy is needed. If one room, such as a meeting room, is the only onefrequently used at night, design the heating and air conditioning units to takecare of that room only.

21. Install switches in rooms so that lights near windows can be turned off when thereis sufficient natural light in that area. Restructure switches in old buildings.

22. Install heat recovery systems to trap and reuse waste heat that otherwise might beexhausted into the atmosphere.

23. Insulate adequately.

24. Patch all cracks on walls, floors, and ceilings.

2$. Use a minimum amount of glass.

26. Design the building to reduce duct work.

27. Use a 20-year life-cycle costing as the basis for purchasing heating, ventilating, andair conditioning systems for new or remodeled schools instead of low bid.

20 26

28. If water is heated by boilers that heat the plant, install individual gas or electricwater heaters tor summer use so boilers can be shut down completely.

29. Lower ceilings in older or poorly designed schools to decrease a room's air volumeand create an air space that provides insulation.

30. Resolse the conflict between simplicity of equipment and controls and theconservation of energy.

31. Bring operations people up to the level of skill demanded by the equipment andcontrols.

32. Place windows on the north and south sides of a school to avoid the sun'sdirect rays.

33. Put in awnings, sun shades, or sun porches on the south side of buildings.

34. Install glazing on windows. Double glaze the windows (mire! north. The north sidedoes not get much sun in winter but is subject to heavy winter winds.

35. Plant deciduous trees in front of windows. In summertime, full foliage blots out muchof the sun's rays. In winter, when sun is desired, the leaves have disappeared.

36. Take advantage of breezes front large bodies of water as sources of natural ventilation.

37. Take into account the average temperature of an area or city before installing airconditioning. Do not install air conditioning for just a few hot days.

38. Some air conditioning systems make electrical demands one and one-half times higherthan others that are just as efficient. Choose wisely.

39. School districts must encourage and cooperate in the design of more efficient heatingand air conditioning systems.

40. Be sure windows fit tightly or make necessary repairs. Double glaze all replacedwindows.

41. Add skylights and windows to buildings.

42. Design landscaping to minimize the amount of energy for upkeep.

43. Insulate ducts where they go through cold or hot spaces.

44, Insulate all hot and cold water pipes.

45. Install air-lock doors.

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TRANSPORTATION4W

PIERIA

Transportation of pupils involves getting students to and from school when they live outsidethe walking limits established by the district; on educational field trips; and to and from co- orextra curricular activities that supplement the regular educational program. Student commutingis also of major importance.

28

VEHICLE OPERATION

1. Tune and maintain (engines to peak performance. Correct faulty spark plugs,points and carburetion.

2. Use modern analyzing equipment to ensure fuel and oil economy.

3. Keep gas tanks full to avoid excessive evaporation.

4. Ensure that bus tires are properly inflated. Soft tires increase gas consumption.Inflate to maximum safe level.

S. Reduce speed limit to as low as practical.

6. Reduce weight by removing luggage racks, extra tire, chains, etc.

7. Drive slowly and carefully the first few miles until vehicle warms up.

8. Avoid the "red line" even in shifting gears.

9. Reduce warm-up time for buses to the very minimum. Have drivers turn off theirengines during loading and unloading of children or at any time engine is idlingmore than 2 minutes.

10. Avoid full throttle operation.

11. Avoid courtesy stops.

12. Schedule bus routes to avoid driving up hills; stay on main roads only.

13. Plan stops on level instead of on inclines.

14. Drive slowly back to the bus yard.

13. Use illercoms on buses to reduce stops for controlling discipline.

16. Install 2-way radios to direct operation or redirection of buses to avoid unnecessaryuse.

17. Monitor use of vehicles. Install trip recorders to record driver and vehicle operation.Use this information to reduce use of gas and oil.

18. Plan routes to make only right hand turns to save on idling time.

19. Consolidate loads.

20. Centralize pickup and return points.

21. Use computers to analyze bus loads and schedule bus runs.

22. Eliminate buses that use excessive amounts of gasoline.

2923

23. Eliminate operation of all buses not truly needed.

24. Use smaller vehicles for long distance, light load runs. Use the smallest bus possible.

25. Bus students only during inclement weather.

26. Eliminate transportation for summer school.

27. Encourage high school students to walk to school or to form car pools.

28. Lengthen distances between pickup points.

29. Have older students walk to central pickup points.

30. Cooperate with nonpublic schools to consolidate bus routes.

31. Reduce field trips.

32. Use shuttle buses for students to and from athletic contests.

33. Minimize staggered school schedules.

34. Provide boarding for students who live in isolated areas a long distance from schools.

35. Use satellite bus parting stations at the extremities of districts to avoid "deadheading"back to a centralized bus garage.

36. If bus drivers have split shifts, determine If their last route ends near their home. Ifit does, have them take the bus home during the midday period. This will eliminatethe extra driving that results from a driver bringing the bus back to the terminal,driving his car home, driving his car back to the terminal, etc.

37. When adding or replacing buses consider the smallest, most economical vehiclepossible.

38. Change legislation which caused some buses to have capacity reduced.

39. Review and evaluate all security measures in the district. Make changes to take careof any increased problems resulting from the energy crisis.

DRIVER INSERVICE

1. Train new drivers on existing runs while bus is "deadheading."

2. Use simulators to reduce behind the wheel training in veiticles.

3. Increase frequency of driver inservice programs.

4. Reeducate bus drivers toward better fuel economy.

5. Retain experienced drivers as long as possible.

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6. Train drivers to use pre-planned starts and stops for less gas consumption.

7. Hold joust workshops with maintenance and driver personnel to improve operation.

8. Use an incentive system for reducing vehicle fuel consumption.

CHANGES IN SCHOOL ORGANIZATION

1. Reestablish the neighborhood school where etudents can walk.

2. Establish a four-day school week, thereby saving one day's driving of buses.

3. Consolidate beginning and ending times of all schools including special educationprograms.

4. Relocate special education classes to neighborhood walking schools or centralizedspecial classes in one location to avoid excessive transportation.

S. Review special programs to determine need for transportation. Determine if there aresome special education itudents being bused that could walk.

6. Enter into interdistrict attendance agreements with other districts if excessivebus travel can be avoided.

7. Change attendance boundaries to reduce transportation.

8. Increase walking distances.

9. Contract with parents to provide transportation.

10. Reduce school year to minimum number of days to save operation costs.

11. Eliminate transportation for summer school.

12. Share equipment and bus runs with neighboring districts.

USE OF VEHICLES FOR TRIPS OTHER THAN TO AND FROM SCHOOL

1. Combine field trip requests from more than one school.

2. Limit field trips to full bus loads only.

3. Establish minimum and maximum distances for field trips.

4. Combine school teams and schedules so several games can be played at the sametime. Consolidate bus trips.

5. Have districts share buses when holding athletic events.

25 31

ALTERNATE FORMS OF TRANSPORTATION

1. Use parent transportation and give assistance to parent in obtaining necessaryinsurance.

2. Use charter and public transportation.

3. Students should be encouraged to form car pools. Provide them with protectedparking.

4. Encourage use of bicycles. Provide adequate and protected bike racks.

5. Have parents provide transportation instead of using after school activity buses.

MISCELLANEOUS

1. Keep community informed of fuel saving measures.

2. Use students and employees as resource persons for fuel saving ideas.

3. Encourage students and employees to use car pools.

4. Develop an information exchange of ideas on tuel conservation between districts.

S. Offer incentives for schools to originate rew ideas of fuel conservation.

6. Unload buses at the most sheltered entrance to buildings.

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TRANSPORTATION4IF

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Employee commuting results in the largest consumption of fuel by school employees.Attendance at meetings and conferences, both inside the district and to other locales, isanother fuel-consuming activity. A number of employees have responsibilities at varioussites in a district and moving from area to area consumes fuel.

33

1. Encourage employees to bring their lunches rather than driving home or to arestaurant.

2. Work with city and county planners to speed up bicycle lanes and safe lanes.Provide adequate and safe parking areas for bicycles at schools and offices.

3. Develop innovations and creative programs to encourage staff to walk to schoolor ride bikes.

4. Provide assistance in developing car pools for teachers and clerical workers inschools.

S. Reeducate staff members toward better fuel economy.

6. Change to a four-day school week, thereby saving one day's driving.

7. Reduce school year to minimum number of days required by law.

8. Adopt policy for all trips by employees to meetings, conferences, conventions,etc. Limit amount of mileage allowed.

9. Use central place as point of embarkation for trips involving number of people.

10. Coordinate conferences out of district for sharing rides.

11. Use closed circuit television for meetings.

12. Utilize conference phones as substitutes for small meetings.

13. Use phone calls instead of home calls.

14. Reassign teachers and clerical workers closer to their homes.

IS. Coordinate transportation with other county agencies.

16. District personnel who serve a number of schools'should plan on coordinate tripsto include as many stops as possible and include other district personnel servingthe same schools.

17. Educate all workers, before they embark on a trip, to ask themselves: Can someoneelse who is going there do it? Can I deliver or do something for someone when Igo on a trip?

18. Let school staff members ride school buses whenever feasible.

19. Pick an area for staff meetings that requires the least amount of driving for allconcerned. Insist on car pools.

20. Establish policy on distance to walk to meetings.

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ADMINISTRATIONOFFICES

ARID PLANT

Administrators, secretaries, bookkeepers, and other support personnel occupy an appreciableamount of space ir. the modern school complex and their functions have a marked effect onthe energy consumption of the district. Effort by these personnel in their areas of work canreduce energy consumption.

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1. Delete electrical equipment where possible in favor of manual operation --typewriters, duplicating machines, calculators, etc.

2. Have directional lighting in lieu of overhead lighting.

3. Reduce corridor and parking lot lighting.

4. Reduce night lighting of buildings.

5. Reduce or eliminate the number of coffee pots within offices.

6. Rearrange office hours to make maximum usage of daylight hours and warm days.

7. Change to a reduced work week.

8. Add more switches for better control of lights.

9. Install rheostats for dimming purposes.

10. Reduce size of room to commensurate with the number of people to be accommodated.

11. Share rides with other personnel.

12. Reduce the number of meetings of personnel.

13. Radio equip district vehicles for better utilization.

14. Utilize smaller cars for travel.

15. Better organize work crews to reduce travel.

16. Use centralized meeting places.

17. Reduce the number of deliveries of supplies and mail to schools.

18. Utilize full days for meetings rather than a series of shorter meetings.

19. Combine meetings to allow personnel to travel together.

20. Allow employees to ride school buses.

21. Allow employees to transfer to work areas closest to their homes.

22. Hold board meetings and PTA meetings during daylight hours.

23. Cut back custodial services to every other day.

24. Eliminate use of buildings for teacher preparation before and after teaching hours.

25. Unify school district to provide better use of facilities, equipment,and energysaving operations.

26. Use school buses for transporting teachers to meetings.

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REGULARCLASSROOMS

A differentiation is made in this report between Regular Classrooms and Specialized Classrooms.Energy-saving ideas in Regular Classrooms is confined to teaching activities in reading,mathematics, social studies, history, language arts, and other areas where special room designsor highly specialized equipment is not generally found.

37

1. Install skylights to provide light and solar heat.

2. Lower ceilings, where possible, to reduce air space for heating.

3. Reduce school week to four days.

4. Change incandescent bulbs to florescent lighting.

S. Gradually lengthen the school day to take advantage of daylight and reduce thenumber of days for the year.

6. Change vacations to allow more time for school during fair weather.

7, Paint classrooms in colors more conducive to reflecting light.

8. Hold classes out of doors if weather permits.

9. Turn down thermostat to a reasonable cool setting. Reduce heat as temperaturevaries.

10. Encourage more efficient use of AV 'equipment through large group viewing.

11. Provide large group instruction through team teaching, aides, etc.

12. Use elementary schools in attendance areas of high school students foralternative site programs or classes.

13. Remove catches that keep doors open.

14. Provide better insulation for rooms.

15. Add drapes and use them to regulate cold or heat.

16. Reduce lighting. Find out how much light is needed for optimum reading or deskwork. Do not exceed this.

17. Use dimmer switches and/or controlled lighting.

18. Make thermostats "kid-proof"

19. Encourage students to wear warmer clothes as room temperature is lowered.

20. Place awareness signs encouraging students to conserve energy.

21. Conduct intermittant instruction on need for energy conservation.

22. Schedule adult education programs to meet in rooms which receive full useduring day to utilize the existing room heat.

23. Include adults in regular high school classes if class size permits.

24. Generate heat through exercise period in classroom.

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25. Provide desk light for teacher to use during preparation period so that classroomlights can be turned off when students leave.

26. Make the maximum use of classrooms. Have teachers do out-of-class work incentral office areas and darken classrooms if not needed.

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SPECIALIZEDCLASSMIOAS

The category of Specialized Classrooms for energy conserving ideas refers to activities in home-making, driver training and education, special education, shops, drama, speech, art, music,business education, adult education, physical education, and other related activities.

40

HOMEMAKING

1. Decr C.1 M.' the amount of hot loud prepared.

2. Limit pre-heating of ovens to the very minimum. In some cases, pre-heating isnot necessary.

3. Use microwave ovens whenever feasible.

4. Redesign curriculum to have students take more classes at home or do part ofcooking as a home activity.

5. Utilize the food prepared by students for student or faculty meals.

6. Reduce the size of freezers to minimize on-site storage of frozen foods.

7. Use manual defrosting rather tt.an automatic defrost equipment.

S. Do dishwashing by hand with small amount of dishes. Operate dishwasher onlywith full loads.

9. Fill washers and dryers to capacity and promote the use of clotheslines.

10. Use small appliances in place of large ranges whenever economical.

11. Use cold-water washing when possible.

12. Repair all equipment immediately and establish routine maintenance schedules.

13. Cook by time and temperature for best results. Use minute timer for precisecooking operations.

14. Don't open oven doors more than necessary to check o.i foods being prepared.

15. Keep pots and pans covered while cooking whenever possible.

16. Make sure burners are completely off when not in use.

17. Use a stopper in sink when washing dishes by hand to avoid running hotwater continuously.

IL When washing clothes, use the correct cycle.

19. Don't overload dryers. Avoid overdrying clothes.

20. Clean lint screen in dryer regularly.

21. Do not allow leaky hot water faucets.

22. Lower temperatures in water heaters on weekends; turn off during vacations.

23. Design menus that use the least amount of energy for cooking or baking.

24. Turn oft equipment when not in use.

25. Match pan size to burner unit size.

26. Refrigerator and freezer should be kept more than half full. Items absorb andhelp hold cold.

27. Preheat the oven only for items requiring precise oven temperatures at the startof cooking.

28. Use high heat only to bring water to a boil or to start cooking food with water.Then reduce heat level to lowest possible point.

29. Use small amounts of water whenever possible; they heat faster.

30. Have all ovens calibrated.

31. Locate and repair any 'ater or steam leaks.

32. Keep refrigerator and freezer coils clean; replace door seal when it no longerseals tight;y.

33. Lower water temperatures as low a' practical - not to exceed 140 degrees.

34. Don't turn equipment on too ,ar in advance of its use. Do not preheat oven fora longer time than is exactly necessary.

35. Consolidate baking actt4ities into one day of continuous use.

36. Do not use garbage disposals.

37. Put window in all oven doors to avoid opening to check status of food.

38. Use hood fans only when necessary.

39. Do not use freezers more than is economical.

40. Turn off pilot lights.

41. Install equipment and use cooking procedures that use the least amount of energy.

42. Change to a four-day school week.

43. Eliminate the trie of electric can openers.

DRIVER TRAINING

1. Reduce total mileage driven, reduce behind the wheel time, and reduce the amountof freeway driving time.

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2. Use smaller cars with lower horsepower.

3. Use older model cars with four or six cylinders, stick shifts, and less powerequipment.

4. Vehicles should be equipped with steel belted radial ti' t 5 'th more airpressure in tires to reduce gasoline consu.iotion.

5. Pretest students and give credit for previous training and experience. Reducehours based on results of pretest.

6. Reduce the number of oil changes.

7. Reduce maximum speed to most efficient operating speed for engine involved.

8. Increase use of simulators to reduce behind the wheel training.

9. Restrict driver training use of vehicle to as limited a geographic area as possible.

10. Operate driver training vehicle with full passenger load.

11. Keep vehicles tuned to peak performance.

SPECIAL EDUCATION

1. Increase the number of home classes.

2. Consolidate transportation routes of special education children to avoid duplicatingbus routes.

3. Develop more flexible starting times to utilize regular bus schedu:e.

4. Integrate State of Califorr'ia master plan earlier than now planned.

5. Have special education classes meet with regular classes in same room or whileregular class is out to recess.

6. Integrate more individual students or groups into regular classes.

7. Use one large classroom divided Lao several smaller rooms.

SHOPS

1. Reduce lighting to levels actually needed in work or training areas.

2. Use more hand tools, teach more hand skills, assign more students per power workstation.

3. Convert to 440 volt equipment if it will reduce use of electricity.

4. Coordinate shop use and classroom use for more efficient utilization of space inshop area.

35 43

5. Reduce the acreage in student farms.

6. Restrict use or doors in shops.

7. Reduce the number of forges, kilns and smelters.

8. More useful projects in shops to help other departments in the school withequipment, repairs, etc.

9. Reduce class size.

DRAMA

I. Design activities for a more efficient use of multi-purpose rooms.

2. Reduce lighting, especially stage wattage, through the use of dimmer switches.

3. Limit the number of public performances.

4. Use only essential amplifying equipment.

5. Use less and lower lighting during rehearsal.

6. Schedule more outdoor performances.

7. Use regula classroom more when small groups are practicing or performing.

ARTS AND CRAFTS

I. Reduce hours of kiln use.

2. Develop block scheduling of class time.

3. Organize more hand operations, especially in crafts.

4. Conduct outdoor classes, especially painting and drawing.

MUSIC

I. Reduce concerts, both on-site and outside performances.

2. Walk or march to some events.

3. Better utilization of rooms, not using large spaces for small class or individualinstruction.

4. Block scheduling of class time.

36 44

BUSINESS EDUCATION

I. Restrict the use of electric typewriters and other electric machines.

2. To cut down on the use of power equipment, use more hand operated equipment,such as ditto and mimeograph.

3. Install integrated circuits in business machines.

4. Utilize more community and business facilities for training.

5. Use both sides of all paper products.

6. Use P.A. system, blackboards, overhead projector, etc., instead of mimeo or ditto,when there is the need to cut back on use of paper supplies.

ADULT EDUCATION

I. Centralize adult education classes in one area to reduce the use of heating, airconditioning and electricity.

2. Schedule adult classes to meet during the day.

3. Regulate evening use of schools for adult education to the minimum, schedulingclasses on the same nights and at the same times as much as possible.

4. Do a census on location of adult class participants and schedule classes to the nearestlocations.

PHYSICAL EDUCATION AND SPORTS

1. Restrict the use of showers to the very minimum.

2. Reduce the capacity of shower heads to cut down on the amount of hot waterused.

3. Reduce water temperature in showers.

4. Put time controls on shower valves to strictly regulate their use.

5. Put master shut off on shower valves.

6. Lower swimming pool temperatures.

7. Minimize filter pumping hours on pools.

8. Use solar heat "r heating pools.

9. Do not heat pools during warm or hot seasons of the year.

10. Put plastic covers over pools when not in use. Enclose pools if possible.

3745

11. Keep gym temperature at 65 degrees or below.

12. Implement block scheduling of class time two days a week.

13. Utilize commercial laundering of towels.

14. Have students bring their own towels.

15. Limit the geographical area of athletic competitions to reduce traveling by bus or car.

16. Expand inter-mural competition to substitute for intra-mural.

17. Conduct basketball, volleyball, and other game practice sessions outside as much aspossible and during daylight hours.

18. Combine girls and boys sports as much as possible to reduce the number of hoursfacilities are used.

19. Concentrate swimming as much as possible to shorten the number of hours poolis used.

20. Shut off air-handling unite and lights in gyms when physical education classes arebeing held outside duck.. warm weather.

21. Do not use electric scoreboards.

LABORATORIES

1. Do not turn on equipment or burners before they are needed.

2. Increase the number of students that share equipment and burners.

3. Do not purchase materials that must be kept cold or frozen until they areactually needed.

4. Make sure that refrigerators and freezers are in good repair and door seals are tight.

5. Wash equipment with cold water whenever possible.

6. Do not let water run unnecessarily.

7. Turn oft Bunsen burners when not in use.

8. Repair leaky faucets.

9. Keep water temperatures at the lowest possible practical temperature.

10. Do not use garbage disposals.

I I. Use ventilating fans only when necessary.

12. Turn off pilot lights.

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CLUBROOM NEOUTSIDE THE

REGULAR DAY

Public schools are the property of the communities that build them. They object to havingthem unused two-thirds of the day. Consequeitly, community use of classrooms, gymnasiums,swimming pools, tennis courts, playing fields, etc., in the evening, weekends, and during vaca-tions is a regular procedure. This additional use results in added energy consumption.

47

4.

1. Reduce use of facilities for non-school purposes.

2. Schedule evening meetings for a single building so that night setbacktemperatures Lan be retained in the other buildings.

3. Insist that groups using facilities outside the regular school hours keep theirmeetings to the shortest time possible.

4. Provide facilities that are the proper size that the group needs. Do not assign roomsor buildings that are too large.

5, Put strict controls and shorter hours on the use of lighted facilities, i.e. tenniscourts, pools, fields.

6, Schedule meetings in facilities that are available during the coy. Utilize facilitiesaway from the school whenever possible.

7. Schedule activities to a period when minimal heat, light,and air conditioning areneeded.

8. Schedule outside activities to areas where public transportation can be used tominimize individual driving.

9. Assist participants in car pool planning.

10. Put charges or establish fees that discourage use of facilities.

11. Schedule all activities back-to-back while building temperature is adequate.

12. Restrict activities to the use of one wing, building,or campus.

13. Issue instruction sheet or check list with use permit which delineates theresponsibility for usage. Possible non-return of fee for non-conpliance withrules.

14. Restrict use of high-wattage equipment.

15. Train users in use of facilities.

16. Install a separate meter for each activity.

17. Leave only minimum restrooms open after hours.

18. Install pay ohcnes on campus to avoid leaving off ces open unnecessarily.

19. Eliminate extra services like snack bars. Use catering trucks, vending machines.Suggest brownbags and thermos.

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13.71EACIIICIt14.1111Alle

ACTIVITIES

Extra and co-curricular activities are an important part of the modern educational program.These activities extend and supplement the regular curricular program. Because these activitiesoften require students to travel distances or require specialized equipment or facilities, theyhave a major impact on the amount of energy consumed by a district.

49

1. Evaluate practices of the district which allows the need to leave the districtof county to tind educational e\periences to meet needs of students and theobjectives of the educational program.

2. Reexamioc the current kinds of educational activities, K-14, designed to developskills and understanding in the use of leisure time. Then select and introducethose activities which are geared to the local area rather than reouiring travel."Stay ing at home" may just as well meet the schools' educational objectivesAS "going away".

3. Develop programs that will involve more students as participants rather thanspectators in co-curricular and intra-mural programs at the local communitylevel.

4. Schedule all events in available educational facilities most appropriate for theevents. Consider size of audience, site of room, the acoustics, type of seating,type of room, etc.

S. Develop interdistrict agreements to help reduce additional transportation generatedby after school bus runs.

6. When providing transportation for co- and extra curricular groups, make provisionsfor maximum vehicle use.

7. When it is definitely established that a given number of parents of participantsare to attend a game, use parent vehicles to help transport players.

8. Limit the number of contests in each sport.

9. Use coaches as drivers of mini-capacity vehicles for small groups.

10. Coordinate the transportation of participants of one or more schools in thesame or neighboring districts that are going to the same meeting or activity.

11. Establish a mileage allowance for each activity.

12. Eliminate graduation ceremonies.

415-0

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MAINTENANCEOPERATIONS

MID GROOMS

School districts have custodians to keep rooms and offices clean and tidy, maintenance"crews" to repair and maintain buildings and equipment, and groundsmen to mow andgarden. The amount of energy used by a school district is affected markedly by theirskill, training, and diligence.

5.1.

1. Have utility companies trAke presentations to staft to aquaint them fully withproblem, and solutions.

2. Give high priority to all maintenance plans ancl riograms that result in energyconservation.

3. Organize groundsmen and maintenance personnel as,ignments to minimize useot trucks.

4. Monitor use of all vehicles used in maintenance anu operations.

5. Ration gas for all equipment. Make it stretch.

6. Cut grass and edge less often.

7. Keep all gas burning engines tuned to 2aak performance.

8. Consolidate and increase size of schculs, reducing the number of plants.Use double sessions.

9. Adjust temperature in buildings where custodians work to the lowest possiblecomfortable temperature for physical 'abut-.

10. Make warehouse deliveries and messenger service to schools on a very minimalbasis.

11. Reschedule room cleaning to daytime as much as possible to save electricity usedat night.

12. Lock gas tanks on all vehicles to theft.

13. Control purchasing of equipment for obtain the correct size.

14. Purchase electric motors of the proper horsepower and proper voltage. Runningmotors that are under full capacity can lead to as much as a 25 percent powerwaste.

15. Replace, worn-out equipment with small battery-operated vehicles.

16. Train all maintenance and operations personnel in the proper use of controls.

17. Arrange for maintenance contracting in highly specialized areas that includeschecking of equipment, conducting preventive maintenance tests, makingadjustments,and responding to emergencies. All systems and equipment mustbe maintained at peak efficiency.

18. Establish an inservice training program for custodial and maintenance staffsfeaturing experts in the field of thermostatic control and lighting as well asmanufacturing representatives who can give instruction in operating pieces ofequipment at maximum efficiency. Bring operations people up to the level ofskill demanded by the equipment and controls.

5243

19. Do not buy inexpensive and inferior equipment to save money on the initial costif you know it will use more fuel or electricity to operate it.

20. Establish a planned preventive maintenance program for all equipment and makesure it is carried out.

21. Get your building engineers fully involved at reducing use of utilities. Showthem each monthly bill and graph results m) they can see the progress beingmade. They can do more than anyone else to reduce utility useage oncethey see their efforts are really paying off.

22. Encourage employees to bring their lunches rather than driving home or toa restaurant.

23. Recognize that operations and maintenance are two separate functions. Do notexpect untrained, unskilled custodians to repair sophisticated equipment. Leavethis for skilled personnel.

24. Train custodians to be "low-echelon" maintenance men, capable of recognizingwhen something needs adjustment or repair and to know the proper person tocall immediately.

25. Redesign, remodel, or replace worn out, inefficient, or obsolete equipment andsystems.

26. Hold joint workshops with maintenance and bus driver personnel to improveoperation of vehicles.

27. Equip maintenance trucks with all necessary tools.

28. Cut back custodial services to every other day.

29. Install trash compactors to reduce use of garbage hauling trucks.

30. Use cold water to clean when possible. Select cleaning supplies and equipmentfor effective use with cold water.

31. Use the minimum amount of water for sprinkling and irregation.

53

F00111SERVICES

Providing breakfast, lunch, and snacks mid-morning and mid-afternoon is a function of mostschool districts in the United States. The Federal government and State governments endorse,encourage, and subsidize feeding programs. Schools contain specially designed cooking and

eating areas. Energy consumption is significant.

54

1. Design menus that use the least amount of energy for cooking or baking.

2. Centralize food prep ir..tion.

3. Turn off equipment when not in use.

.1. Use prepared foods much as passible.

5. Arrange me ius to occasionally serve cold lunches.

6. Coordinate food preparation with adjoining districts and other public agenciesin the district.

7. Match pan size to burner unit size when cooking.

8. Refrigerator and freezer should be kept as full as possible. Items absorb and helphold cold.

9. Preheat the oven only for items requiring precise oven temperatures at the start ofcooking. Do not preheat for a longer time than is exactly necessary.

10. Thawed or partially thawed foods will cook faster than those that are frozen.

11. Cook by time and temperature for best results. Use a minute timer for precisecooking operations.

12. Use high heat only to bring water to a boil or to start cooking food with water.Then reduce level to lowest possible point.

13. Do not use the oven to heat food services or kitchen area, but when finivledcooking, leave the oven door open in order to utilize leftover heat if needed.

14. Use the smallest amount of water possible; it heats faster.

15. Have all ovens calibrated to ensure accuracy.

16. Locate and repair any water or steam leaks.

17. Keep refrigerator and freezer coils clean; replace door seals when they no longerseal tightly.

18. Lower water heater temperatures as low as practical, not to exceed 140 degrees.

19. Do not turn equipment on in advance of its use unless absolutely necessary.

20. Hand wash instead of using the dishwasher with small amounts.

21. Do not use garbage disposals.

22. Put window in all oven doors to avoid opening to check status of food.

23. se hood fans only when necessary.

45 55

24. Reduce as tar as practical all outside serving lines to eliminate letting in cold air.

25. Do not use heeters Male than is economical.

26. Reduce use of school cafeteria as much as possible. Encourage students to bringtheir lunches.

27. Eliminate all unnecessary meetings that require the use of food facilities.

28. Check food delivery routes to see if they can be designed more efficiently.

29. Turn off pilot lights if a safety factor is not involved.

30. Eliminate coke machines.

31. Install equipment and use cooking procedures that use the least amount of energy.

32. Change to a fourday school week.

33. Cook and bake ahead as much as possible.

34. Use oven to capacity.

35. Eliminate unnecessary use of cafeteria by outside people.

36. Open campus so students can walk home or use restaurants.

37. Eliminate or reduce breakfast and nutrition periods.

38. Eliminate the use of electric can openers.

39. Check to see if heating of kitchen area can be delayed by the regular school heatingplant and utilize the cooking heat.

40. Lower water temperatures in water heaters on weekend' Turn off for vacations.

41. Use cold water when possible for washing.

42. Use small appliances when possible instead of large ranges.

43. Use manual rather than automatic defrosting.

44. Make sure ovens are sealed properly.

45. When purchasing new equipment, make sure it is the proper size and wattage.

46. Remodel, redesign or replace worn out, obsolete, or inefficient equipment.

47. Use microwave ov4...s.

48. Repair all equipment immediately and establish routine maintenance schedules.

49. Keep pots and pans covered while cooking.

46 56

50. Use pressure cookers to reduce cooking time.

51. Use stopper in sink when washing dishes by hand to avoid running hotwater continuously.

52. Do not allow leaky water faucets.

53. Use disposabk, service to eliminate washing.

47 57

EMERGENCYPROCEMPRES %

Absence of heating fuel or electricity, temporary blackouts, or equipment failures can seriouslydamage school property. Plans for such emergencies must be developed. Everyone must beaware of what to do and what precautions to take.

58

1. Have emergency plan ready and clearly understood by all.

2. Check manuals and contact experts before shutting down complicated equipment.

3. Attempt to maintain sufficient heat to keels pipes and fire protection equipmentfrom freezing.

4. Drain as man} pipes as possible.

5. Pour anti-freeze into toilet bowls, s;nk traps,and fire protection equipment.

6. Do not heat spaces where freezing temperatures can be safely maintained.

7. Shut off all exhaust fans.

8. Close all outside air dampers.

9. Board up exterior doorways and windows on building sides that get cold winds.

10. Caulk around outside doors and windows.

11. Use temporary heating units in areas where freezing would do severe damage.

12. Make periodic inspections.

13. Ensure that state legislatures have adequate laws for emergency purposes.

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BEST COPY AVAILABLE

PROBLEMS INENERGY

CONSERVATION

Seven hypothetical problems which could confront public schools should the energy crunchworsen were posed to seven groups composed of school personnel from all areas of the edu-cational fraternity custodians to superintendents. Each problem-solving group was givena problem to solve. The groups were asked to describe the processes they would use to finda solution to the problem; what modifications would they make in their programs to affectan educational program as'close to normal as possible; and how would they implement theirplan.

Although it is recognized that the specific problems, as set forth, might never occur, the pro-cesses, modifications, and implementation plans can be applied to many similar situations.

60

REDUCTION IN ELECTRICAL POWER

You are chief school administrator )f a unified school district of 20,000 students 3

high schools, 6 intermediate schools and 16 elementary schools. The district is 18 mileslong and 9 miles wide. Sixty percent of the students ride buses. All schools are heatedby natural gas. Seventy percent of your schools are less than 15 years old, air conditioned,with a minimum of exterior lighting. You have just been notified that the district's electricalsupply will be reduced b' 30 percent effective in 30 days.

Procedures:

1. Conduct a survey of electrical consumption using key personnel to determineareas of essential use and areas where savings can be effected.

2. Contact the electric company to determine light level requirements and energyconsumption requirements in each situation. Utilize an experimental classroomto observe alternative effects.

3. Determine base consumption data giving sp,:cial attention to heating and re-frigeration as these are the largest consumers of electric power.

4. Develop an electrical conservation plan.

5. Make all concerned persons aware of the situation and enlist their cooperationby providing a thorough orientation.

6. Involve students and the curriculum for information dissemination and forobtaining solutions.

7. Establish priority cuts and alternatives, and identify the consequent effects ofeach.

8. Provide a method for "feedback" data on the results.

9. Consider safety and health factors when reducing lighting.

Modifications and Implementation:

1. Turn off air conditioner -- only qualified, experienced people should handlechanges in air conditioning equipment.

2. Paint walls and ceilings and change floor coverings to improve illumination.

3. Replace incandescent lights with fluorescent lights wherever possible.

4. Evaluate after hours use of facilities. Reduce these uses where possible.

5. Examine possibility of a shortened school day.

6. Post signs in all locations to remind people where savings can be made.Incandescent lights should be turned off at all times when not in use --fluorescent lights should be turned off when they will not be used foran established period of time.

6151

7. Ptovide method to communicate results of modifications to all concerned persons.

8. Adjust ttme docks to win off night lights at a specified time. For outsidelighting use lower wattage and cut alternate lights.

9. Eliminate summer school.

10. Hold classes out of doors whenever possible.

11. Use electric booster water pumps fewer hours. Reduce the amount of hoursswimming pool circulate "n pumps are on.

12. Lower temperature or discontinue heating swimming pool.

13. Ban the use of electric coffee pots. Don't expect to gain much savings inelectricity by not using electrical appliances and elcctric typewriters.

14. Eliminate nighttime athletic events.

15. All electric equipment has its use rate listed on it. Examine it for base linedata.

16. Serve cold lunches.

17. Create awareness and find solutions t' energy conservation by incorporatinginformation and problems into the curriculum.

18. Turn off every other fluorescent fixture.

19. Limit the number of hours duplicating equipment runs.

20. Reduce the time T.V. sets are on.

21. Double-up classrooms for a portion of each school day whenever possible.

52

BLACKOUTS

You are the chief shoot .administrator of a unified school district of 20,000 students --3 high schools, 6 intermediate schools and 16 elementary schools. The district is18 miles long and 9 miles wide. You have just been notified that your district has beendivided intr. tour areas -- Area A, Area B, Area C, and Area D. You have approximatelythe same number of schools in each area. Sixty percent of your students ride buses.Seventy percent of your schools are less than I5 years old, air conditioned, with aminimum of exterior lighting. Effective in 30 days, each area will experience a one-hourperiod of time when electrical power will be shut off.

Area A - 9:00 - 10:00Area B - 10:00 - 1.1:00Area C - 1:00 - 2:00Area D - 2:00 - 3:00

Modifications and Implementation:

A. Overall Operation Considerations

1. Each school facility such as district office, separate facility, or individualschool should see that particular essential emergency services and facilitieswill be in operation during blackout; emergency phone, electrically poweredlocking and unlocking devices, battery-operated lighting in areas requiringsame, vaults, etc.

2. Informational and planning sessions should be programmed for all schoolpersonnel - - students, staff, and administration - to include background,rationale, and detailed planning as far as feasible.

3. School staff needs to be oriented to accept challenge to seek outalternative methods of accomplishing tasks in their own particular area,to discuss plans with person to whom they are responsible, andimplement same. Principals and district office personnel should compilelists of these methods and share with other personnel.

4. Pre-planning of activities prior to blackout hour is necessary in thoseinstances where a sudden stoppage causes problems of recouping positionsuch as data processing equipment, electronic equipment, etc. to avoidcostly Post-blackout involvement.

5. Alternate schedules and activities need to be planned for classes andgroups that depend entirely upon power for lightc such as interiorrooms, offices, etc.

6. Blackouts, other than the advance notice rolling blackouts, need thesame amount of pre-planning. In most instances, especially if theblackout is of short duration, the alternative plans are applicable forboth.

5363

A positi%e approach to energs saving and blackouts must be discussed with.111 school personnel, including students. Pre-planned orientation, publicity,and ette% tme action plans can assure a minimal died of blackout uponschool opet mil ens, attendance, and accomplishing the school's objectives.All must know WHY and WHAT's COMING, and participate in planning.Ail ommuni, inu.t tell the same slot% and often.

S. SA:twat and : r .1: .1:: whete piohlems teal arise Inblackout and pt .11,,uid he a consideration in planningtotrooms, school age areas, vaults, etc.

9. All facilities should be studied for measures to conserve heat duringblackout partially closing drapes, draft control, fewer classroominterruptions by office messengers, etc.

10. Specific directions should be provided and prominently posted regardingwhat is to be done and not be done by all personnel concerning electricalequipment during and after the blackout. Locks and tamperproof guardsshould be established on thermostats, heater cabinets, etc.

11. A pre- and post-blackout authority needs to be established, and theparamenters of that authorization communicated to all personnel. Re-sponsiailities and authority must be clearly defined. Safety and return-to-normal operation checks should be planned prior to and implementedimmediately after blackout.

12. At all times, immediately prior to, during,and after blackout, thereshould be one person in each operation who has the authority andis a%ailable to all.

B. Elementary School . . . . K-6

1. Teachers would shift emphasis on activities. Emphasis would be onP.E., Vocal Music, Arts, Crafts, and listening activities.

2. Pre-planning would focus on "what can we do that does not requireelectricity?"

3. Pre-prepared visual aids would expedite instructional process for classesremaining indoors; one dimension media used.

4. Related activities outside of classroom could be pre-planned.Coordination between various groups would be done through thePrincipal's office.

5. Students and staff should be notified that there will be no electricityand the effect it will have upon choice of dress for that hour or day.

6. General conclusion is that K-6 could adequately plan alternate instructionalprogram for blackouts with minimal effect on objectives.

54

C. High School Programs . . . . Outside of Classroom

I. Feeding students With ad%ance notice, students will be requestedto hting lunches. Casetew schedule menus of non-heated foodssuth as sandwiches, salads, etc. Period schedule may be changed to havelunch e.ttlier (t later than the hour of blackout. It later, a "snackbreak" an he scheduled to "tide them .Aer until lunch".

2. Athletic esents, school plays, and musk events could be rescheduledto whet times. Intramurals could be moved to outdoor facilities,giving consideration to weather and dress.

3. Assignments of nersonnel should be adjusted to provide adequatecampus control.

4. Schools with swimming pools should have available pool covers andpools should be covered to maintain heat during hours when electricityis Ott.

5. If blackout hours are at the beginning or end of the day, schoolschedule can be moved up or back or minimum day program can beput into effect.

6. Advance plans need to be made and scheduled to reset and adjustmechanical equipment after power stoppage - bells, clocks, heaters,etc.

7. Maximum use of outdoor and large group instructional facilities needto be planned.

8. P.E. classes should be held outdoors.

9. Schools adjacent to parks should schedule use of those facilities toexpand their out-of-classroom capabilities.

D. High School - Classroom Instructional Program

I. All teachers should have alternative lesson plans drawn up for blackoutperiod.

2. An entire school schedule may be programmed to provide modularscheduling to cover blackout time.

3. Battery-operated equipment, tape recorders, etc., may be issued ona scheduled basis giving priority to particular needs.

4. Science programs may deve,op substitute lighting and heating needs,within safety regulations for instructional program.

S. Shops, and others using power equipment, should inventory and planuse of non-power equipment.

SS

E. 'Lllar High and Intermediate School

F.

I. !% t tctunendati m io high st,hoti.and ituettnet.11.tie Lh ttl...

At t.. applitable it ittilit h,..h

". %I Jill II ot ivoig 1%4 etutipment should be!hat th.t.e t:atts.. no! nt.t on hi.k.ktit d.1%. !Now Liasstott111

Ind\ be MICR. hatigeabi% Used IIt 411 Llism!% til ,ILCon11111Jale stitcdoie.

Operation of School Offices

I. Provisions need to be pre-planned to have manually operated equipment(typewriters. time/date stamps, etc.) available for use in essential tasks.

2. Tasks can be planned for effective "pooling" of personnel to accomplishessential tasks, using personnel in areas other than their own assignmentswhere needed.

3. Coffee and lunch breaks can be coordinated to take pace duringblackout period.

4. Inseryice training may be planned for the blackout period.

C656

DIESEL FUEL REDUCTION

You are the chiet s. howl administrator of a unified school district of 20,000 students --3 high schools, 6 intermediate schools and 16 elemer.tary schools. The district is18 mile: long and R miles wide. Sims, percent of your students ride buses -. 79 and91 passenger diesels. You base lust been notified that your diesel and gasoline fuel willar redimed potent ett:t.zise in .30 days.

Procedures:

1. Superintendent's Administrative Cabinet lists current usage and determinespriority. Determine all the facts.

2. Director of Transportation, along with bus drivers, determines ways andchanges to bring about a reduction in usage of fuel,

3. An Energy Crisis Council will be formed which will propose solutions.

4. The problem will be presented to the P.T.A. Council to obtain its ideas.

5. Problem is presented to all staff members for suggestions.

6. Communicate with Board of Education.

7. Inform the public through the news media and school notices.

8. Call in outside experts and consultants.

9. Appoint a task force to evaluate all aspects of the effect that it wouldhave on the eduational program.

Modifications and Implementation:

1. Shorten bus runs, consolidate some runs, alter beginning and ending timesfor school sessions, combine kindergarten 'lasses.

2. Reduce athletic trips and field study trips.

3. Adjust school district boundaries or have interdistrict arrangements.

4. Discourage housing developments far from existing routes.

5. Eliminate over limit "warm-up" time for buses.

6. Do not idle engines -- turn them off.

7. Keep engines in good state of repair and .adjustment.

8. Use radial tires in place of conventional tires. Maintain proper inflation of tires.

9. Train drivers to drive bus in manner most efficient for operation.

57 67

Rt. Decentra lite housing for buses. Don't come in at night, eliminate "dead-head"miles.

11. itiLreJSC walking distance. Eliminate busing tor integration.

12. Eliminate staggered sessions.

13. When buying buses, go to larger ones. Contract with parents to transportspecial education students.

14. Review pickup points for special education students.

15. Consolidate pickup for high, junior high, and elementary school students.

16. Establish four-day week schools.

17. Close school in winter months and run them in summer.

18. Have high school students make up car pools.

19. Use cheaper operating station wagons to make long distance runs.

20. Schedule routes and trips more efficiently.

21. Extend riding time for pupils when number of riders is small.

22. Reduce number of bus stops.

(858

GASOLINE REDUCTION

You are the chic! school administrator of a unified district of 31,00 students in theOakland area 5 high schools, 10 junior high schools and 24 elementary schools.You have just been notified that your gasoline supply for trucks, tractors, mowers,edgers, etc., will be reduced by 50 percent effective io 30 days.

Procedures:

1. Superintendent's Administrative Cabinet lists current usage and determinespriority. Determines all the facts.

2. An Energy Crisis Council will be formed who will propose solutions.

3. The problem will be presented to the P.T.A. Council to obtain their ideas.

4. Present problem to all staff members for suggestions.

S. Communicate with Board of Education.

6. Inform the public through the news media and school notices.

7. Call in outside experts and consultants.

8. Appoint a task force to evaluate all aspects of the effect that it would haveon the educational program.

Modifications and Implementation:

1. Take a look at alternative fuels; propane, diesel, etc.

2. Check the efficiency of the various pieces of equipment that use gasoline.

3. Change the frequency when supplies are delivered to schools. Once a monthinstead of twice a month or weekly.

4. Take a look at district oper !red vehicles:a. to see if compact cal, could be used.b. abstain from using district owned cars; have each employee

use his own.

S. Examine the possibility of buying g- tine at a service station on a district-owned credit card.

6. Check possibility of contracting some of the services to an outside contractorwho may not have a shortage of gasoline.

7. Make sure all equipment is properly tuned-up.

8. Explore the idea of setting ip a dispatcher system so that mainte,iancecrews would not be making duplicate trips to various schools.

09

NATURAL GAS REDUCTION

You are the chief si.hool administrator of unified schoni nt 15.0(10 students -

2 high schools, 4 inter mediate schools and 12 elementary schools. Sixty percent ofyour students ride buses. Seventy percent of your schools are less than 15 years old,air conditioned, with a minimum of exterior lighting. liating in the schools is by naturalgas. You have iust been notified that sour natural gas supply will be reduced by 30 percenteffective in in days.

Processes:

I. Identify participants in solving the problem.

2. Hold discussions with Central Office Cabinet, principals, and otherschool personnel.

3. Conduct brainstorming and feedback exercises.

4. Obtain professional advice from Gas Company respresentatives, contractors,and consultants.

5. Conduct public meetings to inform community of the problem and theprocesses being taken to find a solution.

6. Prepare flyers indicating extent of the problem and possible atlernativesolutions.

7. Conduct community programs to receive comments and suggestions fromparents, students, and the community-at-large.

Modifications:

A. Immediate

1. Establish educational priorities.

2. Stress conservation and cooperation.

3. Improve maintenance.

4. Lock thermostats.

5. Develop cold meal program.

6. Turn off swimming pool heating.

7. Reschedule classes; physical education classes back to back.

8. Stop community use of facilities.

9. Curtail athletic programs.

60

B. Intermediate

I. irk 10,1. ,wimming poe la.

2. Install insulation in ceilings.

3. Double glare windows.

4. Reflective coating on windows.

S. Rearrange school schedule. i.e. year around school.

6. Eliminate winter session.

7. Reload classrooms to larger class size.

8. Eliminate luxury courses.

9. Repaint classroom to warmer colors.

10. Close portion of the school facilities.

C. Long Range

1. Install combination solar/gas heat.

2. Institute "heat ourselves" rather than our environment program.

3. New construction and modification of current facilities to eliminatewindows and other her loss.

D. Implementation of Plan:

1. Develop Comprehensive District Policy on how to cope with reductionof gas supply.

2. Develop a priority of natural gas usage in the district.

3. Create a committee approach to reducing natural gas consumptionthroughout the entire school district utilizing district administrators,principals, teachers, and classified personnel.

4. Institute an intensive maintenance and control program.

5. Participate actively in seeking alternative substitute energy sources.

6. Modify school calendars during periods of extremely inclement weather.

7. Provide inservice training for school staffs relative to energy.

8. Institute program of close cooperation with Gas Company representativesregarding potential energy savings.

61 71

9. Centralize natural gas consumption activities, i.e. food preparation,community service offerings, adult education programs, recreation

tiv it ie s.

E. Special Considerations

1. The must not he major operational differences between school districtswithin the county.

2. The people are very well informed by the media on the need andmethod of conservation and expect the schools to exert a leadershiprole.

3. The thirty to forty year designed life of school facilities must in thefuture provide for the possibility of the necessity of changing theenergy source.

4. The problem of community support of the schools in place of programreductions extends beyond the basic program of education impact to thetotal program offered through school facilities including communityservices, adult education and recreation programs.

7262

INCREASE IN BUS RIDERS

You are the chief school administrator of a high school district of 18,000 studentsseven high schools and one continuation school. The district is approximately 24 mileslong and 18 miles wide. Sixty percent of the students are qualified to ride buses, butbecause of the affluency of the district only 40 percent ride. The remaining 20 percentof eligible bus riders have their own cars or are brought to school by parents. You havejust been notified that gas rationing will go into effect in 30 days and no gasoline willbe available for student or parent cars for home to school driving. You anticipate thatthe majority of these students will use your already full buses.

Procedures:

1. Form a committee involving teachers, parents, board members, students, andtransportation personnel to study and seek solutions to the problem.

2. Involve parents and community.

3. Seek ler'''4tive changes to permit better utilization of buses.

Modifications and Implementation:

1. Adjust school time stagger starting schedules to obtain better utilizationof buses.

2. Regulate after school activities to free buses.

3. Consider four-day school week, increased length of school day, year around school.

4. Consider no summer school or have summer school in neighborhood areasonly.

5. Consolidate athletic programs.

6. Examine extra and co- curricular programs as well as interscholastic activities.Curtail tnese programs to make buses available for home-to-school transportation.

7. Cluster pickup stops.

8. Disburse special classes, use area classrooms.

9. Coordinate bus schedules with elementa7y schedules.

10. Coordinate school transportation with public transportation. Use publictransportation where possible.

11. Make route studies to ensure maximum utilization of equipment.

12. Use' bus contractors if available.

7363

DELAY IN INSTRUCTIONAL SUPPLIES

You are the Lhiet %thoul administrator at a unified district of 18,000 students -- 3

high schools, 6 intermediate schools and 15 elementary schools. You currently havevirtually no warehouse space, On May 15 you received notice from your major suppliersot consumable classroom instructional supplies that the anticipated August 15 delivery

date would now he November 23 and in quantities of 70 percent of your oiders.All other sources ot supplies are closed to the district.

Modification and Implementation:

I. Conduct a complete inventory of district to determine where oversuppliesmay exist.

2. Share data with neighboring districts; trade supplies with them if possible.

3. Establish a conservation program include students, staff.

4. Group ideas into immediate and long-range plans.

5. Research other sources of supply for temporary purchases.

6. Have students and parents purchase materials.

7. Consider delay in opening of school for a period of time.

8. Develop inservice for teachers to change techniques -- more oral presentations,etc.

9. Use both sides of paper, utilize unused notices, etc.

10. Solicit materials from parents, industry, etc.

11. Substitute a lower quality or off sizes of material.

12. Assess needs on a multi-district basis, buy larger lots.

13. Have shop classes make teaching materials for classes.

14. Sell pencils and paper to students on a "volunteer" basis.

15. Use transparencies for assignments to replace paper used.

16. Provide adequate maintenance of all machines to reduce waste.

17. Increase warehouse space for future insurance.

18. Collect all supplies and re-issue on an emergency basis.

19. Pay a higher price if necessary to source of needed materials.

20. Attempt to change legal basis of furnishing materials so parents can supply needs.

464

21. Schedule as many field trips as possible for this period of time.

22. Make do . . . . do without.

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BEST COPY AVAILABLE

PROGRAM

76

THE ENERGY CRISIS IN THE PUBLIC SCHOOLS:ALTERNATIVE SOLUTIONS

7:30 a.m. Breakfast with Task Force Facilitators andProblem-Solving Leaders

9:00 9:30 Coffee

9:30 9:40

9:40 - 10:10

10:10 - 10:50

10:50 - 11:05

11:05 - 11:45

Workshop Overview - Dr. Jame; F. Cowan,Ventura County Superintendent of Schools

Petroleum Shortage and Its Effect on the PublicSchools - Mr. J. L. Pauley, Getty Oil Company

Natural Gas Shortage and Its Effect on the PublicSchools - Mr. B:11 Cross, Southern California Gas Company

Break

Electrical Power Shortage and Its Effect on the PublicSchools - Mr. Jack Morrison, Southern California EdisonCompany

12:00 1:00 Lunch

:00 - 1:30 Problem-Solving and Brainstorming Guidelines -Mr. William Shaffer and Dr. Wilmar Grossbach

1:30 3:30 Task Forces on Energy-Conserving Ideas

and

Small Group Sessions on Problem-Solving

3:30 - 4:30 Meeting of Problem-Solving Leaders and Task ForceFacilitators

7'767

BEST COPY AVAILABLE

PARTIC ATINGSCHOOL DISTRICTSAN NDUSTR ES

78

VENTURA COUNTY

Briggs School DistrictHueneme School DistrictMesa Union School DistrictMoorpark Union School DistrictMupu School DistrictOcean View School DistrictOxnard Elementary School DistrictPleasant Valley School DistrictRio School DistrictSanta Clara School DistrictSanta Paula School DistrictSouris Union School DistrictTimber School DistrictValley Oaks Union School DistrictFillmore Unified School DistrictConejo Valley Unified School DistrictOjai Unified School DistrictSimi Valley Unified School DistrictVentura Unified School DistrictMoorpark Memorial Union High School

DistrictOxnard Union High School DistrictSanta Paula Union High School DistrictVentura County Superintendent of

Schools OfficeVentura County Community College

District

69

79

SANTA BARBARA COUNTY

Carpinteria Unified School DistrictGoleta Union School DistrictLompoc Unified School DistrictSanta Barbara School DistrictSanta Barbara City CollegeSanta Maria School DisicictSanta Maria Joint Union High

School DistrictSanta Barbara County

Superintendent of Schools Office

INDUSTRY

Getty Oil CompanySouthern California Gas CompanySouthern California Edison Company

SES1ca

,, OVA.

PARTICIPANTS

84

TASK FLIRCES

fahpUrtatroPi 01 l'upds

Charles Honn, Co-Chairman - Pleasant Valley School DsitrictDuran It egarthen, CoChairman Oxnard School District

Di. Wallet Condle Moorpark Memorial Union High School DistrictDr. john Wolfe, Ventura Unified School DsitrictEdward Kessler, Thelma Bedell School, Santa Paula School DistrictFrank Smith, Simi Valley Unified Sct. RA DistrictKeith Benefield, Newbur Park High School, Oxnard Union High School District

Other Type'. of Fuel Consuming Transportation

Charles Magill, Co-Chairman - Moorpark School Districtjohn Mudge, Co-Chairman - Santa Maria School District

Frank Hurt, Fillmore Unified School DistrictRichard Craven, Ramona School, Oxnard School DistrictRobert Eyre. Santa Barbara City CollegeVince Didomizio, Rio School DistrictMrs. Carmen Armstrong, Newbury Park High School, Oxnard Union High School District

Administration. Offices .% Plant

Dr. Donald Slezak, Co-Chairman - Valley Oaks Union School DistrictDr. Lorenzo Dall'Armi, Co-Chairman - Santa Barbara County Superintendent of Schools

Dr. Harold Lipman, Simi Valley Unified School DistrictDr. Robert Marcus, Simi Valley Unified School DistrictSus, Spracklen, Ladera School, Valley Oaks Union School DistrictKen Kaufmann, Oxnard School DistrictRobert Cousar, Buena High School, Ventura Unified School DistrictEverett Herron, BeIwood School, Simi Valley Unified School DistrictRobert McDonald, Royal High School, Simi Valley Unified School DistrictRobert Tripp, Rio School DistrictHal Smith, Oxnard High School, Oxnard Union High School DistrictDavis McCamy, Sinaloa junior High School, Simi Valley Unified School District

Regular Classrooms

Dr. Peter Pinkerton, Chairman - Ventura County Superintendent of Schools

Dr. Allan Jacobs, Simi Valley Unified School Districtjive Mendota, Oxnard School DistrictJeniece Buckley, McKevett School, Santa Paula School DistrictJohn Cowart, Ventura High School, Ventura Unified School DistrictDarrel E. McMahan, Santa Paula Union!High SchoolTom Carmody, El Camino School, Ventura Unified School DistrictBill Calkins, Oxnard Union High School DistrictJames Buchanan. Oxnard High School, Oxnard Union High School District

Classroom Uses Out safe of Regular St houi thn.

Ros Marr s, Korman Ocean View School District

Dr. Donald K. Sorsabal, Santa Wawa Communit CollegeOrlando Caputo, Sheridan WaY School, Ventura Unified School DistrictTed owenk. °kiwi View School District(Jerald Cummins. Santa Ana St. hrhrl, Ventora Unitied SchoolLino Mout in°, Santa Barbara Counts Superintendent of SchoolsDonald Jansen, Adolfo Camarillo High School, Oxnard Union High School DistrictWilliam Seavei , I homand Oaks High School, Oxnard Union High School DistrictMrs. Elisabeth Ruthertord, Pleasant V,rlles School District BoardChar les Gibson, Moor park Collegean Rhoads. P. T.A. Represeotatise

Nile( /Wired ChAsra()Ms

. Wither Wheaton, Chairman Santa Maria Joint Union High School District

I)t. Arthur II. North, Santa Barbara Cit% School DistrictRuben Nasano, (Nom d Union High school DistrictChes:01 Kleseland, Santa Paula School DistrictD.. Das id Boat stad, Ventura Unified School DistrictWalter torovicir. Buena High School, Ventura Unified School Districtklorr is CI ecelius, M ttilija Junior High School, Ojai Unified School Districtlack Richards, La Colin.' Junior I ligh School, Santa BarbaraMrs. !emitter Shot t, Rosa' High School, Simi Valley Unified School DistrictDaniel Blumenshine, Royal High School, Simi Valley Unified School DistrictMrs. Doroth Palmer, Simi Valley High School, Simi Valley Unified School DistrictRobert Tischer, Simi Valles. High School, Simi Valley Unified School DistrictDr. John Renard, Adult Lducation, Oxnard High Sch.rol

trd Curti( yid,' ..1( tit dies

C. William Sciutto, Chairman - Santa Paula Union High School District

George Smith, Santa Yner Valle. Union High School DistrictMel Wilde, Lompoc Unified School District!lairs Meets. Ventura County Community College DistrictRobot Swanyin, Ventura High School, Ventura Unified School Districtirk' Whiting, Fremont Junior High School, Oxnard School DistrictMiss Bobbie Diehl, Rio Mesa High School, Oxnard Union High School DistrictDarlene Benz, Channel Islands Bus Ss sternTim Piatt, Simi Valley High School. Simi Valle} Unified School DistrictRobert Spielman, Royal High School, Simi Valley Unified School DistrictBill Putman, Fillmore Unitied School District

llaorterrance, Open/11011c IS Grounds

Lewis John, Chairman - Oxnard Union High School District

Karl Grahn, Santa Barbara City School DistrictCharles Turk, Rio School DistrictMorris Weber, Rio School DistrictRalph Henson, Valley Oaks Union School District

8272

Uri Carter, El Camino School, Santa Barbara Sch ' DistrictI orit smith, Ayentit. stitool, Ventura Unified Sch. DistrictAlex Godine.r, Rio St fluid Dist! ii t

Gerald Neff, Ortutt Union Llementary

Food Services

Anhui Doornbos, Chairman - 1 imbet School District

Z. 0 rt Dull, Carpinteria Unified School District!,'...:pracklen, Los Nogales School, Pleasant Valley School DistrictGene Snyder, Santa Barbara High SchoolMrs. Ellen Parshk 14ney Oaks Union School DistrictMrs. Virginia Jones, Oxnard School DistrictPeter Rogalsky, Sycamore School, Simi Valley "nified School DistrictMrs. Doily Swor, Rio School DistrictRobert Sorensen, Oxnard High School, Oxnard Union High School DistrictMildred Clark, Fillmore Unified School District

PROBLEM SOLVING GRC UPS

Reduction in Electrical Power

Dr. William Carty, Cu-Chairman - Carpinteria Unified School DistrictDr. Charles Righter, Co-Chairman - Santa Paula School District

Roy Ash, Pleasant Valley School District;Ames Ingersoll, Kamala School, Oxnard School DistrictDuane Owens, lc ardhoff High School, Ojai Unified School DistrictMrs. Lois Shaffer, Buena High School, Ventura Unified School Districtjack Morrison, Southern California Edison CompanyDave Evans, Southern California Edison CompanyDr. Stanley McDougall, Bureau of Management Services, State Department of EducationCarol Welsh, Thousand Oaks High School, Oxnard Union High School DistrictWilliam Grist, Ventura County Executive's OfficeEugene Arnoldi, Bonita Elementary, Santa Maria School DistrictEdward Geis, Mupu School District

. Reduction

Dr 'alter Ziegler, Chairman - Simi Valle. Unified School District

Frf .ghtingale, Ojai Unir -.! School Districtkichart tohnson, .netiiate School,Timber School DistrictGeorge t cher, :lc local, Valley Oaks Union School DistrictWilliam D dash, Santa B larit County Superintendent of SchoolsR.J. Hamill n, Getty sI;i CompanyDr. Wayne B itterbaugh, Conejo Valley Unified School District

Diesel Fuel Reduction

Dr. Patrick Rooney, Chairman Ventura Unified School District

i'nton T .cy, Acacia School, Timber School District

373

Bernard Baumgartner, Rose Avenue School, Oxnard School DistrictPoet Dwork is, Caltoast Chat ter

Urindelt Inger (ett} Oil CompanyHugh Pr ice Germans Rio School DistrictOrlando Merrill, Orcutt Union Elementary School Districtj. Patties Gem Oil Company

flout.

Inds McLuen, Chairman - Oxnard Union High School District

Dr. Warne 1 empleton, Simi Valley Unified School DistrictDr. William Purdom, Ojai Unified School DistrictJohn Stivers, timber School DistrictDi. Jackson Partin, Ventura High School, Ventura UniCed School DistrictArnold Erickson, lop Topa School, Ojai Unified School DistrictPaul Pierce, Mound Schou., Ventura Unified School DistrictNester Valdes, Southern C ilifornia Edison CompanyGary Nasalroad, Southern Zalifornia Edison CompanyMrs. Donna Sterling, Channel Islands High School, Oxnard Union High School DistrictPeggs Lawyer, Adolfo Camarillo High School, Oxnard Union High School District

Delay in Imtructional Supplies

Jack Tevault, Chairman - Briggs School District

Norman Brekke, Oxnard School DistrictDennis Lee, Timber School DistrictDr. John Sugden, Ventura Unified School DistrictIvan Milthollin, Don Juan Bautista Arellanes Elementary, Santa MariaWilliam Rife, Royal High School, Simi Valley Unified School DistrictAlan Kr ,,, Simi Valley High School, Simi Valley Unified School DistrictDr. A. W. McConnell, Buena High School, Ventura Unified School DistrictCharles Clark, Colima Intermediate School, Valley Oaks Union School DistrictWilliam Schoenbach, Ainaz School, Ventura Unified School DistrictRonald Wise, Channel Islands High School, Oxnard Union High School Disfict

Increase in Bus Riders

Kenneth Wade, Chairman - Ojai Unified School District

S. H. Stewart, Oxnard School DistrictFrank Rodriguez, Juanita School, Oxnard School DistrictGeorge Blek, Monte Vista Intermediate School, Pleasant Valley School DistriAKenneth Almeida. Knolls School, Simi Valley Unified School DistrictMrs. Ina Thompson, Simi Valley Unified School DistrictCarl Benz, Channel Islands Bus SystemSteve Stocks, C:hannel Islands High School, Oxnard Union High School DistrictDave Gurrola, Fillmore Unified School District

.Vatural Gus Reduction

Dr. Earl Tuthill, Chairman - Mesa Union School District

Dr. Robert Karayan, Hueneme School DistrictCarl Doerfler, Banyan School, Timber School DistrictWilliam McKinney, Ventura High Salo.* Ventura Unified School District

74

Philip Hawthorne, Ventura County Association of GovernmentsBill Ctoss, Southern California Gas CompanyOst.al jhos, Southern California Gas Company

75

BSI CO MAROS:

BIBLIOGRAPHY

finnphlets

Boa', Alan M., " I het mat I. ns mments", Educational Facilities Review, LducationaiResources Information Center, Ci..aringhouse on Educational Management, Universityof Oregon, Eugene, Oregon 97403

Citizen Action Guide to Energy Conservation, Citizen Advisors Committee on EnvironmcntalQuality, 1700 Pennsylvania Avenue, N.W., Washington D. C. 20006, 63 pp., No. 4000-00300

Conservation of Energy, Committee on Interior and Insular Affairs, U. S. Senate, 92ndCongress, U. S. Government Printing Office, Washington D.C. 20402, No. 5270-01602

"E=MC2", General Services Administration, 18th and F Streets, N. W., Washington D.C.20405, 65 pp.

Energy Conservation - Eco - Tips No. 5, Conce: n Inc., 2233 Wisconsin Avenue, N.W.,Washington D.C. 20007

"Energy Crisis", Management Action Paper, Association of California School Administrators,Volume 3, No. 2, 12 pp.

Energy Users Report, Bureau of National Affairs Inc., 1231 25th Street, N.W., WashingtonD.C. 20037, 52 issues per year, f''08 per year

Living With The Energy Crisis, Small Homes Council, Univeristy of Illinois, One EastStreet, Mary's Road, Champaign, Illinois 61822, 8 pp.

National Citizens Advisory Committee cn Environmental Quality, Citizens Action Guide toEnergy Consumption, Superintendent of Documents, U.S. Government Printing Office,Washington D.C. 20482 No. 4000.00300, 62 pp.

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School House, b iucationz' Facilities Laboratories, 477 Madison Avenue, New York, New

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School House, Educational Facilities Laboratories, 477 Madison Avenue, New York, NewYork 10022, Number 13, November 1973

Skelly, Alvin G. and Crouch, C.L., "Energy Conservation - A New Challenge foi Education,"Council of Educational Facility Planners, 29 W. Woodruff AverT Columbus, Onio 43210,

18 pp.

Technical Options for Energy Lonsemation in Buildings, Joint Emergency Workshop onEnergy Conservation in Building;, National Conference of States on Building Codes and

Standards, and The Aational Bureau of Standards, June 19, 1973, U.S. Grant Printing Office,

Washington D.C., 211402, NBS Technical Note 789

63777

The Economy of Energy Conservation in Educational Facilities, Educational FacilitiesLahoratt .177 Madison Avenue, New York, New York 10022, 81 pp.

Pet iodit at

Abrahamson, Paul, "How One Dist7ict is Meeting the Crisis", American School andUniversity, Volume 46, ', 5, pp. 26-28

"Energy Crisis", Nations Sc , Is, Volume 92, No. 1, January 1974, pp. 32-54

"Fuel Crisis Hits Schools, Challenges Administrators", The School Administrator,American Association of School Administrators, 1801 N. Moore Street, Arlington, Virginia22209, January 1974, pp. 1,3

Gardner, John C. "Are Fuel Oil and Gas Shortages Going To Be Our Next 600 PoundGorilla'", American School and University, Volume 45, No. 12, August 1973, pp. 9-12

Gardner, John C., "Ideas to Save Electricity", American School and Univeristy, Volume 46,No. 5, January 1974, pp. 11-14

Hill, Fred W., "Legal Aspects of Fuel Shortage", American School and University, Volume46, No, 5, January 1974, pp. 11-14

Kohlmeier, Louis M., "Why Suddenly This Crisis". The American School Board Journal,Volume 161, No. 1, January 1974, pp. 45-47

Phipps, H. Harr , "New Schools Need New Eno.rgy Concepts", American School and University,Volume 45, No.5, pp. 34-36

Reitz, Richard, "25t."C RAuctions in Electric Power arc Possible", American School andUniversity, Volume 46, No. 5, pp. 31-32

Rittleman, P. Richard, "The Energy Crisis, How Schools Make It Worse, and Why BoardsMust Help Put a Stop to Fuel Waste", The American School Board Journal, Volume 160,No. 2, February 1973, pp. 49.52

Rittleman, Richard, "Design New Buildings to Save Energy and Money", American Schooland link ity, Volume 46, No. 5, pp. 24.25

Salmon, Paul B. "Save Your Fuel, But Keep The Schools Open", The School Administrators,1801 N. Moore Street, Arlington, Virginia 22209, January 1974, p. 2

"These Energy-Saving Resolutions May Help Brighten Your New Year", American SchoolBoard Journal, Volume 161, Nu. 1, January 1974, pp. 47, 59-60

6878